EDAD 6302 Instructional Leadership and Evaluation Syllabus Spring 2015

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1 The College of Education and Behavioral Sciences School of Education Houston Baptist University Course Syllabus EDAD 6302.OA Instructional Leadership and Evaluation Spring 2015 COURSE DESCRIPTION The student will study major issues, problems, and trends in Instructional Leadership Development (ILD). An analysis of leadership skills required of the principal in the areas of curriculum, supervision, group processes, organization for school improvement, and staff development will be emphasized. COURSE SEQUENCE IN CURRICULUM: There is no course prerequisite for this course other than admission to the MEd. program. DATE AND TIME OF CLASS MEETINGS Online INSTRUCTOR INFORMATION Name: Dr. Dianne Reed, Professor of Education Cell Phone: Office Phone: Office Location: Hinton 345 Office Hours: Tues.- Thurs. 12:00pm-4:00pm & by appointment on Mon. - Fri. LEARNING RESOURCES: Textbook(s) Required: Instructional Leadership Development Manual (ILD) provided online Other Required Materials: Computer with internet access. Participant handbook and other materials will be available online. Page 1 of 22

2 RELATION TO THE PURPOSE STATEMENT OF THE UNIVERSITY The mission of Houston Baptist University is to provide a learning experience that instills in students a passion for academic, spiritual, and professional excellence as a result of our central confession, Jesus Christ is Lord. In relation to the mission of the University, this course will provide a practical learning experience that will help to prepare principal candidates with the knowledge and skills to manage school campuses and support student learning. RELATION TO THE GOALS AND PURPOSES OF THE COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES The mission of The College of Education and Behavioral Sciences is to prepare students to be effective professional educators who reflect Christ in their work and service. To accomplish this mission we will provide students with the following: the courses and mentoring necessary for a solid pedagogical grounding in their discipline; essential learning experiences that will provide opportunities to develop knowledge, skills, and wisdom; and, an understanding of their Christian mission and calling as educators to influence individual students and the larger society. This course provides basic skills so that principal candidates are prepared to handle major issues, problems, and trends in Instructional Leadership Development (ILD) RELATION TO THE DEPARTMENTAL GOALS AND PURPOSES (DEPARTMENT OF LEADERSHIP AND COUNSELING) The goal of the Department of Educational Leadership and Counseling is to train students to become knowledgeable, competent, ethical professionals in their fields who are able to bring Christian ethics, values, and worldview to their workplaces. To this end, our goal is to provide learning experiences that: include coursework that meets or exceeds the state standards for academic knowledge in each discipline; offer opportunities to develop levels of skills necessary for entering the professional arena and performing with excellence; emphasize critical thinking, utilization of resources, the ability to work independently and cooperatively; and impart the importance of professionalism, integrity, values-centered work, and lifelong learning and development. This course provides the foundational skills for principal candidates to learn leadership skills required of the principal in the areas of curriculum, supervision, group processes, organization for school improvement, and staff development. Page 2 of 22

3 COURSE GOALS AND OBJECTIVES This course is one of the courses in the Principal Preparation Program and is designed to provide the student an overview and understanding of instructional leadership and evaluation and how it impacts the daily operation of the school and district. In accordance with the university purpose (including its commitment to academic excellence, the Christian faith, personal growth, respect for all persons, a sense of community, and career preparation), this course endeavors to: (a) provide a supportive atmosphere for students from all backgrounds, which fosters intellectual and social interaction in the teaching-learning processes; (b) encourage academic excellence, freedom, and objectivity; and (c) Promote the development of critical and creative thinking, compassion, responsibility, and continuing interest in learning. Upon completion of this course, the students will be able to: 1. demonstrate knowledge and comprehension of instructional design, lesson design, effective teaching practices, and quality leadership characteristics; 2. apply teaching strategies and curriculum development skills in a variety of simulation situations; 3. analyze and evaluate teaching/learning episodes and curriculum documents and data; 4. apply elements of authentic assessment; 5. recognize learner-centered instructional decisions that address; high cognitive thinking and making connections, varied needs and characteristics of all learners; 6. assessing student progress, and alignment of learning objectives to TEKS/TAKS/ STAAR and; 7. actively participate in all activities and tasks. SCHOOL OF EDUCATION REQUIREMENTS RELATED TO STATE AND NATIONAL STANDARDS The course learning objectives acquired through the experiences in this course support state and national standards including TExES (Principal) domains, standards, and competencies and the Interstate School Leaders Licensure Consortium (ISLLC) Standards. A complete listing of SBEC Standards for all certifications including knowledge and skills statements may be found at: A matrix at the end of this document indicates the TAC and H.B.2012 requirements addressed. This course addresses the competencies described primarily under Domain II Instructional Leadership. TExES Principal Standards: DOMAIN I SCHOOL COMMUNITY LEADERSHIP Competency 001 Vision -The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community (includes students, staff, parents/caregivers, and community members). The principal knows how to: 1.1. create a campus culture that sets high expectations, promotes learning, and provides intellectual stimulation for self, students, and staff ensure that parents and other members of the community are an integral part of the campus culture. Page 3 of 22

4 1.3. implement strategies to ensure the development of collegial relationships and effective collaboration respond appropriately to diverse needs in shaping the campus culture use various types of information (e.g., demographic data, campus climate inventory results, student achievement data, emerging issues affecting education) to develop a campus vision and create a plan for implementing the vision use strategies for involving all stakeholders in planning processes to enable the collaborative development of a shared campus vision focused on teaching and learning facilitate the collaborative development of a plan that clearly articulates objectives and strategies for implementing a campus vision align financial, human, and material resources to support implementation of a campus vision establish procedures to assess and modify implementation plans to ensure achievement of the campus vision support innovative thinking and risk taking within the school community and view unsuccessful experiences as learning opportunities acknowledge and celebrate the contributions of students, staff, parents, and community members toward realization of the campus vision. Competency 002 Community/Communication-The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success. The principal knows how to: 2.1. communicate effectively with families and other community members in varied educational contexts apply skills for building consensus and managing conflict implement effective strategies for systematically communicating with and gathering input from all campus stakeholders develop and implement strategies for effective internal and external communications develop and implement a comprehensive program of community relations that effectively involves and informs multiple constituencies, including the media provide varied and meaningful opportunities for parents/caregivers to be engaged in the education of their children establish partnerships with parents/caregivers, businesses, and others in the community to strengthen programs and support campus goals communicate and work effectively with diverse groups in the school community to ensure that all students have an equal opportunity for educational success. Page 4 of 22

5 2.9. respond to pertinent political, social, and economic issues in the internal and external environment. Competency 003 Ethical/Legal-The principal knows how to act with integrity, fairness, and in an ethical and legal manner. The principal knows how to: 3.1. model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors implement policies and procedures that promote professional educator compliance with The Code of Ethics and Standard Practices for Texas Educators apply knowledge of ethical issues affecting education apply legal guidelines (e.g., in relation to students with disabilities, bilingual education, confidentiality, discrimination) to protect the rights of students and staff and to improve learning opportunities apply laws, policies, and procedures in a fair and reasonable manner articulate the importance of education in a free democratic society serve as an advocate for all children promote the continuous and appropriate development of all students promote awareness of learning differences, multicultural awareness, gender sensitivity, and ethnic appreciation. DOMAIN II INSTRUCTIONAL LEADERSHIP Competency 004 Implement Curriculum/Plans-The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. The principal knows how to: 4.1. facilitate effective campus curriculum planning based on knowledge of various factors (e.g., emerging issues, occupational and economic trends, demographic data, student learning data, motivation theory, teaching and learning theory, principles of curriculum design, human developmental processes, legal requirements) facilitate the use of sound, research-based practice in the development, implementation, and evaluation of campus curricular, co-curricular, and extracurricular programs facilitate campus participation in collaborative district planning, implementation, monitoring, and revision of curriculum to ensure appropriate scope, sequence, content, and alignment. Page 5 of 22

6 4.4. facilitate the use of appropriate assessments to measure student learning and ensure educational accountability facilitate the use of technology, telecommunications, and information systems to enrich the campus curriculum facilitate the effective coordination of campus curricular, co-curricular, and extracurricular programs in relation to other district programs promote the use of creative thinking, critical thinking, and problem solving by staff and other campus stakeholders involved in curriculum design and delivery. Competency 005 Instructional Program- The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. The principal knows how to: 5.1. facilitate the development of a campus learning organization that supports instructional improvement and change through ongoing study of relevant research and best practice facilitate the implementation of sound, research-based instructional strategies, decisions, and programs in which multiple opportunities to learn and be successful are available to all students create conditions that encourage staff, students, families/caregivers, and the community to strive to achieve the campus vision ensure that all students are provided high-quality, flexible instructional programs with appropriate resources and services to meet individual student needs use formative and summative student assessment data to develop, support, and improve campus instructional strategies and goals facilitate the use and integration of technology, telecommunications, and information systems to enhance learning facilitate the implementation of sound, research-based theories and techniques of teaching, learning, classroom management, student discipline, and school safety to ensure a campus environment conducive to teaching and learning facilitate the development, implementation, evaluation, and refinement of student services and activity programs to fulfill academic, developmental, social, and cultural needs analyze instructional needs and allocate resources effectively and equitably analyze the implications of various factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning ensure responsiveness to diverse sociological, linguistic, cultural, and other factors that may affect students' development and learning. Page 6 of 22

7 Competency 006 Personnel-The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. The principal knows how to: 6.1. work collaboratively with other campus personnel to develop, implement, evaluate, and revise a comprehensive campus professional development plan that addresses staff needs and aligns professional development with identified goals facilitate the application of adult learning principles and motivation theory to all campus professional development activities, including the use of appropriate content, processes, and contexts allocate appropriate time, funding, and other needed resources to ensure the effective implementation of professional development plans implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline, and dismissal of campus staff use formative and summative evaluation procedures to enhance the knowledge and skills of campus staff diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff engage in ongoing professional development activities to enhance one's own knowledge and skills and to model lifelong learning. Competency 007 Decision-making/Problem Solving -The principal knows how to apply organizational, decision-making, and problem solving skills to ensure an effective learning environment. The principal knows how to: 7.1. implement appropriate management techniques and group process skills to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment implement procedures for gathering, analyzing, and using data from a variety of sources for informed campus decision making frame, analyze, and resolve problems using appropriate problem-solving techniques and decisionmaking skills use strategies for promoting collaborative decision making and problem solving, facilitating team building, and developing consensus encourage and facilitate positive change, enlist support for change, and overcome obstacles to change apply skills for monitoring and evaluating change and making needed adjustments to achieve goals. Page 7 of 22

8 Domain III Administrative Leadership Competency 008 Budgeting/Technology- The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use. The principal knows how to: 8.1. apply procedures for effective budget planning and management work collaboratively with stakeholders to develop campus budgets acquire, allocate, and manage human, material, and financial resources according to district policies and campus priorities apply laws and policies to ensure sound financial management in relation to accounts, bidding, purchasing, and grants use effective planning, time management, and organization of personnel to maximize attainment of district and campus goals develop and implement plans for using technology and information systems to enhance school management. Competency 009 Physical Plant/Safe Environment-The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment. The principal knows how to: 9.1. implement strategies that enable the school physical plant, equipment, and support systems to operate safely, efficiently, and effectively apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns develop and implement procedures for crisis planning and for responding to crises apply local, state, and federal laws and policies to support sound decision making related to school programs and operations (e.g., student services, food services, health services, transportation). Technology Objectives: TEA Technology Standards are incorporated into this course. For a complete listing of the standards, please go to: This site lists the standards for Technology Applications (All Beginning Teachers) NOTE: These Technology Application standards are expected of ALL beginning teachers and will be incorporated into the new TExES for Pedagogy and Professional Responsibilities at each certification level. There is also a list for Technology Applications (EC-Grade 12) at this site. Page 8 of 22

9 The following objectives will be used as foundational experiences on which to base further professional growth in this area. Following the completion of the course, the student will be able to: 1. access appropriate web sites to identify resources for teaching and learning; 2. use to communicate, interact, and submit course work. Writing and Oral Standards: Each student is expected to be able to write and speak coherently, logically, and correctly in Formal Standard English during all class interactions. Interstate School Leaders Licensure Consortium (ISLLC) Standards: Standard 1: Vision and Mission An educational leader promotes the success and well-being of every student by ensuring the development, articulation, implementation, and stewardship of a child-centered vision of quality schooling that is shared by all members of the school community. Functions: A. Collaboratively develops, implements, and promotes a shared vision and mission for quality teaching and learning B. Collects and uses data to identify goals, assess organizational effectiveness, and promote organizational learning C. Creates and implements plans to achieve goals D. Promotes continuous and sustainable improvement E. Monitors and evaluates progress and revises plans F. Acts in ways that consistently reflect the school's/district's vision, mission, and values Standard 2: Instructional Capacity An educational leader promotes the success and well-being of every student by enhancing instructional capacity. Functions: A. Recruits and hires effective teachers and other professional staff B. Develops individual and collective capacity of staff C. Ensures on-going and differentiated professional learning D. Supports staff with human, financial, and technological resources E. Employs research-anchored and valid systems of performance management F. Buffers learning and teaching from disruptive forces G. Provides emotional support to staff teachers and other professional staff Standard 3: Instruction An educational leader promotes the success and well-being of every student by promoting instruction that maximizes student learning. Functions: A. Maintains a culture of high expectations and challenge B. Ensures a focus on authenticity and relevance in instruction C. Ensures that instruction is anchored on best understandings of child development D. Ensures strengths-based approaches to learning and teaching E. Ensures the use of effective pedagogy to close learning gaps F. Provides ongoing, salient, informative, and actionable feedback to teachers and other professional staff G. Ensures the use of pedagogy that treats students as individuals and promotes self-esteem H. Ensures the presence of culturally congruent pedagogy and assessment I. Monitors instruction and instructional time Page 9 of 22

10 J. Employs technology in the service of teaching and learning Standard 4: Curriculum and Assessment An educational leader promotes the success and well-being of every student by promoting robust and meaningful curricula and assessment programs. Functions: A. Ensures program rigor B. Ensures culturally relevant curricula and assessments C. Maximizes opportunity to learn D. Ensures authentic learning and assessment experiences E. Emphasizes assessment systems congruent with understandings of child development and standards of measurement F. Ensures the use of learning experiences that enhance the enjoyment of learning Standard 5: Community of Care for Students An educational leader promotes the success and well-being of every student by promoting the development of an inclusive school climate characterized by supportive relationships and a personalized culture of care. Functions: A. Ensures the formation of a culture defined by trust B. Ensures that each student is known, valued, and respected C. Ensures that students are enmeshed in a safe, secure, emotionally protective, and healthy environment D. Ensures that each student has an abundance of academic and social support E. Ensures that each student is an active member of the school Standard 6: Professional Culture for Teachers and Staff An educational leader promotes the success and well-being of every student by promoting professionally normed communities for teachers and other professional staff. Functions: A. Develops productive relationships and trust B. Nurtures a commitment to shared goals C. Provides for collaborative work D. Facilitates shared ownership E. Develops collaborative leadership skills F. Promotes a climate of collective efficacy G. Fosters and supports the growth of trust H. Nurtures a culture of shared accountability Standard 7: Communities of Engagement for Families An educational leader promotes the success and well-being of every student by promoting communities of engagement for families and other stakeholders. Functions: A. Promotes understanding, appreciation, and use of the community's diverse cultural, social, and intellectual resources B. Nurtures a sense of approachability and sustains positive relationships with families and caregivers C. Builds and sustains productive relationships with community partners in the government, non-profit, and private sectors D. Advocates for policies and resources for the community E. Understands and engages with community needs, priorities, and resources F. Communicates regularly and openly with families and stakeholders in the wider community Page 10 of 22

11 Standard 8: Operations and Management An educational leader promotes the success and well-being of every student by ensuring effective and efficient management of the school or district to promote student social and academic learning. Functions: A. Develops and demonstrates well-honed interpersonal skills B. Manages student behavior with a focus on learning C. Ensures effective leadership throughout the school or district D. Crafts and connects management operations, policies, and resources to the vision and values of the school E. Monitors and evaluates all aspects of school or district operations for effect and impact F. Ensures the implementation of data systems that provide actionable information G. Uses technology at the school or district to improve operations H. Manages organizational politics with an eye on school or district values and mission I. Enables others to understand and support relevant laws and policies J. Acts as a steward of public funds K. Develops and manages relationships with the district office or the school board Standard 9: Ethical Principles and Professional Norms An educational leader promotes the success and well-being of every student by adhering to ethical principles and professional norms. Functions: A. Nurtures the development of schools that place children at the heart of education B. Acts in an open and transparent manner C. Maintains a sense of self-awareness and attends to his or her own learning D. Works to create productive relationships with students, staff, parents, and members of the extended school community E. Maintains a sense of visibility and is approachable to all stakeholders F. Acts as a moral compass for the school or district G. Safeguards the values of democracy, equity, justice, community, and diversity Standard 10: Equity and Cultural Responsiveness An educational leader promotes the success and well-being of every student by ensuring the development of an equitable and culturally responsive school. Functions: A. Ensures equity of access to social capital and institutional support B. Fosters schools as affirming and inclusive places C. Advocates for children, families, and caregivers D. Attacks issues of student marginalization; deficit-based schooling; and limiting assumptions about gender, race, class, and special status E. Promotes the ability of students to participate in multiple cultural environments F. Promotes understanding, appreciation, and use of diverse cultural, ecological, social, political, and intellectual resources Standard 11: Continuous School Improvement An educational leader promotes the success and well-being of every student by ensuring the development of a culture of continuous school improvement. Functions: A. Assesses, analyzes, and anticipates emerging trends to shape school or district decision making B. Initiates and manages system-wide change C. Enables others to engage productively with change experiences D. Navigates change in the midst of ambiguity and competing demands and interests E. Promotes a culture of data-based inquiry and continuous learning Page 11 of 22

12 F. Maintains a systems perspective and promotes coherence across all dimensions of the school or district G. Promotes a culture of collective direction, shared engagement, and mutual accountability TOPICAL OUTLINE A course agenda is included at the end of this syllabus. It includes the following topics: 1. Instructional Leadership Development Foundations 2. Instructional Leadership Development Curriculum, Instruction, & Assessment 3. Instructional Leadership Development Supervision 4. Instructional Leadership Development Professional Development 5. Instructional Leadership Development Communication and Community Partnerships 6. Instructional Leadership Development Organizational Management The content of this outline and schedule are subject to change at the discretion of the professor. TEACHING STRATEGIES 1. Readings 2. Group Discussion 3. Cooperative Learning 4. Technology- , word processing, online training 5. Presentations 6. Lecture 7. Independent Assignments ASSESSMENT OF LEARNING Foundational learning experiences required for all students seeking principal certification are included in this course. Page 12 of 22

13 Course Requirements. See the agenda at the end of this syllabus for due dates. Assignments Learning Objectives Standards/Competencies/ Domain (TExES, ISLLC) Class Participation 1-7 TExES- DII-Comp TExES- DII-Comp Instructional Leadership Development ISLLC- Standards 1-11 Foundations Instructional Leadership Development Curriculum, Instruction, & Assessment Instructional Leadership Development Supervision Instructional Leadership Development Professional Development Instructional Leadership Development Communication and Community Partnerships Instructional Leadership Development Organizational Management 1-7 TExES- DII-Comp 4-7 ISLLC-Standards TExES- DII-Comp 4-7 ISLLC-Standards TExES- DII-Comp 4-7 ISLLC-Standards TExES- DII-Comp 4-7 ISLLC Standards TExES- DII-Comp 4-7 ISLLC-Standards 1-11 Possible Points (330) Descriptions and rubrics for assignments are included at the end of this document. 2. These assignments/activities develop and/or assess state and national standards including TExES competencies and ISLLC Standards. Total points earned for all assignments will determine the student s percentage and letter grade for the course. 3. SBEC Technology Standards are incorporated into this course. For a complete listing of the standards, please go to Grading Standards COEBS Letter COEBS Percentages for Points Earned to Correlate Comments Grades Letter grades with COEBS Grading Scale A A B B B C C F 69 and below 240 and below Student must retake course Student Evaluation of Faculty and Course Students will complete faculty appraisal forms as regularly administered by the University. Page 13 of 22

14 CLASS POLICIES ATTENDANCE: Absence and Tardy Policies. In the College of Education and Behavioral Sciences, students must attend at least 75% of class sessions in order to receive a passing grade in the course. This means that if more than 2 of class session absences occur, the course grade will be F no matter what test and paper scores might be. Regular attendance in class is important for student success, and it is university policy that students must attend class. Absences are recorded beginning from the first class session after the student has enrolled in the course. Professors are not obligated to allow students to make up work they miss due to unexcused absences. Professors may apply additional attendance policies as appropriate to individual courses. Likewise, the college or school may also apply additional attendance requirements as necessary. Please see the catalog currently in use for the university s policy on classroom absences caused in the course of student representation of the university, such as athletics, chorale, and mock trial activities." Attendance and participation is expected at every class session. Two tardies are permitted for all classes. Medical notes for excused absences will be accepted only one week after the absence. Absences, tardies, and early departure from class are strongly discouraged. It is very important to be on time for class and to stay for the entire class session. Your performance in this course will be better if you attend classes and participate in the discussions. This course will be highly interactive and you will need to be in class. If you arrive late or leave early, you will NOT receive full credit for participating or for attendance. If you do work not pertaining to this class during class time, you will not receive full credit for participating. ACADEMIC ACCOMODATIONS: Students needing learning accommodations should inform the professor immediately and consult the Academic Accommodations section of the HBU Classroom Policy posted on Blackboard. Documentation of Difficulties If an education student fails to demonstrate an acceptable level of performance on one or more professional educator standards during any class or field experience, a form is filed in the Education Office (a PMID: Progress Monitoring & Intervention Documentation). If two such forms occur, a conference is held in which difficulties are identified and means for improvement are explored. [Sometimes specific interventions will be required.] A third form will result in a committee hearing to review difficulties and means for improvement and to determine conditions for continuance in the program. Professional standards include knowledge, skills and dispositions. LATE WORK STATEMENT. Late work will be penalized. You should not miss any exams. If you are sick, you need to notify the professor in advance. The professor reserves the right to administer a different exam, deduct points for taking the exam late, and/or schedule the makeup for a later date. Missing an exam without giving prior notice will result in a zero for that test, with no makeup. All assignments are expected to be completed in their entirety by the beginning of class on the due date, even if the student is not in class. Late work is strongly discouraged. Work may be submitted late ONLY (with proper documentation for illness or other emergency situations) within the following TWO calendar days, including weekends, for a maximum grade value of 80. No work will be accepted after that deadline passes. As professionals it is imperative to complete responsibilities and tasks in a timely, effective manner. [If work is returned for revision, it is expected to be re-submitted as directed by the professor regarding the due date and the maximum grade value of the revised effort.] MISSED TESTS. All tests should be taken on the day and at the time when they are scheduled. Make-up tests will be given ONLY when the instructor is notified prior to the exam, and there is a documented excused reason for missing the exam. Legitimate reasons include documented illness death in the family, Page 14 of 22

15 etc. A make-up will then be completed at a time mutually agreed upon by both the professor and studentas soon as possible after the exam date. Any unexcused absence on the test day will result in a grade of zero for the particular test with no opportunity for a make-up test. USE OF ELECTRONIC DEVICES. During class sessions, electronic devices are only to be used to support class activities. Other uses (texting, surfing the web, etc.) will result in the device not being allowed in the classroom. You must turn off all electronic devices in your possession to avoid distractions to the climate of the classroom. This includes cell phones. These should remain out of sight during instructional Answering cell phones, reading or responding to text messages during class will lower your participation grade. If this is a continuing distraction, the student will be asked to leave class and this will be reflected in the course grade. No cell phones will be allowed in the classroom for exams. Should you forget, you may leave any cell phones with the professor during the testing time. Any cell phone that goes off in a student s possession during an exam will be an automatic F on the exam. No recording devices will be allowed in the classroom. The use of personal laptop computers is only permitted at appropriate times when class note taking is beneficial, not during any activities and/or presentations. The use of the Internet and computer for personal means during class time will result in a reduction in the class participation grade and loss of class use of the computer for the remainder of the semester. ADDITIONAL COMMENTS FOR THIS COURSE. 1. Students are expected to act in a professional manner. This includes, but is not limited to: adhering to APA Ethical Standards of Psychology; maintaining test security and subject confidentiality. 2. Children in Classroom. In almost all instances, children are not allowed in the classroom nor are they allowed to be on campus unattended. Class sessions are for enrolled students only unless other arrangements are approved by the instructor in advance. For safety reasons, children are prohibited from all laboratories. 3. Classroom Behavior Expectations. The classroom environment is to be conducive to learning and is under the authority of the instructor. In order to assure that all students have the opportunity to gain from the time spent in class, students are expected to demonstrate civil behavior in the classroom and show appropriate respect for the instructor and other students. Inappropriate behavior toward the instructor, in or out of the classroom, may result in a directive to the offending student to leave the classroom or the course entirely. Classroom behaviors that disturb the teaching-learning experiences include the following behaviors: activated cellular phone or other device, demands for special treatment, frequent episodes of leaving and then returning to the class, excessive tardiness, leaving class early, making offensive remarks or disrespectful comments or gestures to the instructor or other students, missing deadlines, prolonged chattering, sleeping, arriving late to class, dominating discussions, shuffling backpacks or notebooks, disruption of group work, and overt inattentiveness. It is at the discretion of the instructor as to whether laptops will be allowed for use in the classroom. *Addendum: Classroom Behavior Expectations Working on or reading of other materials and/or projects during this designated class time will not be permitted and will result in the lowering of the class participation grade. Group work demands a high level of accountability and collaboration. Therefore, the professor reserves the right to adjust and/or remove group members from small group work, if needed. If a student is Page 15 of 22

16 ADDITIONAL COMMENTS FOR THIS COURSE. (continued) removed from a working group for any reason, the student is expected to complete all components of the task/assignment entirely on an individual basis on the original due date with a reduction in grading points as is warranted. Drinks and snack food are permitted in class as long as all trash is removed. 4. Early Alert. To ensure that every student takes full advantage of the educational and learning opportunities, HBU has implemented an Academic Early Alert Referral System (EARS). Your professor will issue an Early Alert to your advisor if you he or she believes you struggling in the course. You should meet with you advisor and professor to discuss new strategies for successful completion of the course. 5. Policy. All university and class communication will be sent to your HBU account. You are responsible for checking this frequently. If you choose, you may reroute your HBU to another address. Your s should be in a professional format with correct spelling, capitalization, and grammar. 6. Grievance Procedures. The Academic Grievance Policy may be found in the catalog currently in use, in the Academic section of the HBU Forms section of the HBU Portal, and on the Registrar s page on the HBU Website. 7. Incomplete Course Request. Only the dean of the college or school may grant incompletes and only to students who have a major documented emergency in the last few days of a semester. Students with excessive absences, which will result in failing the course, will not be allowed to take the final exam nor be eligible to receive an incomplete. Students are required to read the University Classroom Policy addendum to this course syllabus that is included on Blackboard. In addition to the class policies listed here, it includes basic class policies that apply in all HBU classes. PERSON RESPONSIBLE FOR DEVELOPING SYLLABUS: Dr. Dianne Reed Instructor s Signature: Dr. Dianne Reed Page 16 of 22

17 Due Dates EDAD 6320 Instructional Leadership and Evaluation TENTATIVE CLASS SCHEDULE Class topics and readings Task(s)/Assignemnts Jan. 20 Introduction/Overview of course ILD -Foundations View Powerpoint slides and Jan. 27 ILD- Foundations View Powerpoint slides and Feb. 3 ILD- Foundations View Powerpoint slides and Feb. 10 ILD- Foundations View Powerpoint slides and Feb 17 View Powerpoint slides and Feb 24 ILD- Foundations ILD- Foundations (complete)- Review Learning ILD- Curriculum, Instruction, & Assessment (CIA) day 1 View Powerpoint slides and March 3 ILD-Curriculum, Instruction, & Assessment (CIA) day 2 View Powerpoint slides and March 10 ILD-Curriculum, Instruction, & Assessment (CIA) day 3 View Powerpoint slides and Mar 24 ILD-Curriculum, Instruction, & Assessment (CIA) day 4 (complete)-review Learning View Powerpoint slides and Mar 31 ILD- Supervision begin day 1(slides 1-23) View Powerpoint slides and April 7 ILD- Supervision day 2 (slides 24-55) (complete)-review Learning View Powerpoint slides and April 14 ILD- Professional Development day 1 (slides 1-26) (complete)-review Learning View Powerpoint slides and April 21 ILD- Communication and Community Partnerships day 1 (slides 1-19) (complete)- Review Learning View Powerpoint slides and April 28 ILD- Organizational Management day 1 (slides 1-21) (complete)-review Learning View Powerpoint slides and May 5 Review prior learning, complete reflections for each section View Powerpoint slides and May 8 Last Class Day for Semester * Changes to the tentative agenda will be made as warranted by the professor with timely student notification. Page 17 of 22

18 COURSE ACKNOWLEDGEMENTS Syllabus Statement I am aware of all topics described in the course syllabus. These include, but are not limited to the following: course description; course sequence in the curriculum and prerequisite information; instructor information and learning resources; relation to the mission of the University and to the goals and purposes of the College of Education and Behavioral Sciences; course learning objectives; state and national standards covered (TexES competencies, IDA standards, etc); topical outline and learning strategies;; assessment for learning: requirements & grading standards; HBU CLASS POLICIES: the University document posted on Blackboard; additional policies for this class: attendance, late work, missed tests and electronic devices; the possibility of changes to the syllabus. [The content of this syllabus and the attached agenda are subject to change at the discretion of the professor.] Professional Integrity Statement To maintain and uphold the highest level of professional integrity and honesty, cheating and plagiarizing are not allowed.. If a student cheats and/or plagiarizes, then the student will receive a 0 for the assignment and/or fail the course Cheating is a catch-all term for not doing your own work. Any attempt during a test to consult with notes or another person or to look at another s test constitutes cheating. If answers are shared in any way, both students will receive the same penalty for cheating. Using stolen tests or borrowed tests (any test that is not readily available to all members of the class) to study for an exam is cheating. Within the broader view of cheating is the idea of using someone else s work in place of your own. This is called plagiarism and is not allowed. DO NOT: copy another person s paper/project/work or part of that and turn it in as your own; copy a paper/project from the Internet and turn them in as your own; copy another paper/project (or cut and paste parts of Internet articles), make changes to it, and submit it as your own; include the work of others without documentation/reference (If seven or more words are taken directly from another source it must be quoted and referenced.); submit a paper/project or large parts of a paper/project you have done for another class at HBU or another institution to this class. (Always get a professor s approval before using a prior work or topic from a different class.); have someone write parts or all of your paper/project/work share your work with others; and, change references or make up references. falsify fieldwork documentation By signing this page, I affirm that I have read and understand the contents of this course Syllabus Statement, the Professional Integrity Statement, and the University Class Policies. I understand that at any time during the course, I may request clarification, if needed. Printed Name Signature Date [After reading the course syllabus and this page, please print and sign this form then turn it in to the professor.] Page 18 of 22

19 PPR Stand ard Curriculum Topic TAC Course Correlation to Pedagogy and Professional Responsibilities and TAC * Essential Components: Additional Information Learning Experiences, Products &/or Assessments I, III II, IV 1.Reading Instruction : A variety of theories and methods appropriate for teaching these five essential components of reading instruction. 2. Code of Ethics 1. Text Structure (organization) 2. Vocabulary teaching strategies 3. Identifying the word (root, prefix, suffix) 4. Fluency basic teaching strategies 5. Comprehension (finding main idea, summarizing, supporting details, synthesizing/making connections, inferences, making generalizations ) Texas Educators Code of Ethics TAC Ethics videos: Foundation- leadership ethical behavior I, II, III 3. Child Development A variety of theories for child development. Curriculum and Instruction I, II, III, 4. Motivation A variety of theories & methods appropriate for teaching motivation. I, II, III 5. Learning Theories A variety of learning theories I, III 6. TEKS Organization, state.tx.us/teks/ click on Testing/ Accountability, click I, III 7. Content TEKS on Texas Essential Knowledge and Skills for much more information. I, II, IV I, II, III I, III 8. State Assessment of Students & STAAR:Testing, 9. Curriculum Development & Lesson Planning 10. Classroom Assessment and Diagnosing Learning Needs Requirements, responsibilities, scoring, analysis & use of results A variety of theories & methods appropriate for teaching curriculum development & lesson planning. A variety of theories & methods appropriate for teaching formative assessment to diagnose learning needs & other types of classroom assessment. II, IV 11. Classroom Management A variety of theories & methods appropriate for teaching classroom management. Supervision I, II, III, IV III, IV I, III I, III, IV I, II, III, IV 12. Special Populations ELPS English Language Proficiencies lps.html National Assoc. for Gifted Children Teacher Knowledge and Skills TEA website resources Parent Conferencing and Communication Skills 14. Instructional Technology ndtest/edstancertfieldlevl.asp 15.Pedagogy/ Instructional Strategies 16. Differentiated Instruction A. ESL/ Bilingual /ELPS : Learning strategies, Listening,Speaking, Reading & Writing B. G/T: Learner characteristics and development, Instructional strategies, Socio-cultural influences & Identifying GT C. Special Education: Acronyms/Terms, Modifications/ Accommodations,Inclusion, Parent Involvement, Discipline & Mental or emotion disorders including: characteristics of the most prevalent mental or emotional disorders among children, identification of mental or emotional disorders, effective strategies for teaching and intervening with students with mental or emotional disorders, including de-escalation techniques and positive behavioral interventions and support, and notice and referral to a parent or guardian of a student with a mental or emotional disorder so that the parent or guardian may take appropriate action such as seeking mental health services. A variety of theories and methods appropriate for teaching communication skills & parent conferencing. SBEC Technology Standards for All Teachers 1. Tech terms, concepts, data input strategies and ethical practices to make informed decisions about tech app 2. Identify task requirements, apply search strategies, use tech to acquire, analyze, and evaluate a variety of information 3. Use technology to synthesize knowledge, create and modify solutions, and evaluate results 4. Communicate in different formats. 5. Plan, organize, deliver and evaluate instruction that uses technology, and technology TEKS for students. A variety of instructional strategies suitable for all classrooms & for specific subjects and content. A variety of instructional strategies suitable for differentiating instruction. Curriculum and Instruction ARD training on guidelines for making assessment decisions Curriculum and Instruction Curriculum and Instruction IEP development, RTI stages, determining appropriate assessments Mock ARD meetings Curriculum and Instruction Based on test results, candidates make recommendations for accommodations for the general ed. classroom Based on test results, candidates make recommendations for accommodations for the general ed. classroom Page 19 of 22

20 IV I, IV IV I,II,III,IV Course Correlation to Pedagogy and Professional Responsibilities and TAC * TAC & H.B Requirements 17. Certification Test Preparation (6 clock hrs required) Dyslexia: Detection and education of students with dyslexia [TAC RULE (4)] Legal & Employment Issues Status of HBU program Teacher & principal evaluation PDAS:: Skills & Expectations of Educators Testing study guides, standards, frameworks, competencies, practice tests Completion of modules to practice test, review of study questions in class 1. Characteristics of dyslexia 2. Identification of dyslexia 3. Effective, multisensory Understanding the criteria for strategies for teaching students with dyslexia eligibility for dyslexia Dyslexia Informational Power Point Dyslexia Handbook - English (PDF, 2.45 MB, outside source) Contract abandonment & the effect of supply & demand forces on the educator workforce in TX (including difficulty of getting jobs in the I 35 Corridor from Dallas/Ft Worth to San Antonio) Pass rates & accreditation status PDAS,:the purpose & process, what is evaluated, what the evaluation instrument look like, how could you can appeal,: the PDAS Teacher Manual which is required to be given to all teachers. The skills that educators are required to possess, the responsibilities that educators are required to accept, and the high expectations for students in Texas Foundations/Supervision/Org Management Supervision Comperhensive exam Pass TExES Page 20 of 22

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